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Teenagers may engage in consumption behaviors that their parents may not approve of, as one way of asserting independence. Such behaviors may lead teens to attempt to deceive their parents about purchases. This research examined teens’ tendency toward such deception. The authors conceptualize deception as being related to the family communication environment and the shopping context in which it takes place. Some family communication environments may stifle open discussion of products and purchases, thereby encouraging teen deception. Moreover, certain patterns of family communication may socialize teens to focus on standards exogenous to the family that, in turn, lead to a greater propensity to deceive. Susceptibility to normative peer influence, the extent of television viewing, and teen materialism may partially mediate the effects of the family communication environment. Except for television viewing, the authors’ predictions are generally supported by the data collected from a sample of high school students.

This study examines how various aspects of the consumer socialization process affect male and female teenagers' tendencies to use product labels in general. In contrast to the traditional information‐processing perspective used in many studies of gender differences and studies of labeling, this research focus more on sociological explanations for gender differences in teens' tendencies to read product labels. Specifically, because males and females are likely to receive differential consumer socialization, differences are expected in the genders' use of product labels. Male and female teenagers may be differentially taught about the importance and use of product labels through differences in exposure to marketplace‐related communication from parents, peers, and mass media. Exposure to marketplace‐related communication, in turn, is likely to have positive effects on teens' tendencies to use product labels in general. With the exception of exposure to mass media, results based on data from a sample of high school students generally supported this mediational model.

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